This study sought to explore the implications of Leum education in Korea by examining the direction and support cases of transitions from preschool to kindergarten and from kindergarten to elementary school abroad. These direction and support cases vary depending on sociocultural context and approach to education. Countries abroad have expressed more interest in the transition and have established the structural conditions for it. Moreover, they considered the continuity of learners’ experiences and children’s autonomy, perspectives, and rights, which are the focus of Leum education. Five countries—the United Kingdom (UK), Finland, Canada, Australia, andNew Zealand—were selected for the study. The study data included only the curriculum and official documents at the national (state) level. Findings showed that the UK evaluates children’s achievement based on learning goals and plans a transition within the curriculum the curriculum. Meanwhile, Finland emphasizes children’s perspective and participation in a consistent curriculum. In addition, Canada connects the curriculum and the physical space. Moreover, Australia prepares children’s competencies and diverse needs. Finally, New Zealand recognizes the transition as a holistic process and promotes cooperation. The implications of Leum education were observed in terms of its principles of continuity, connectivity, cooperation, and diversity.